Student will understand that the societal structure of the Colonial era can relate to the societal structure of today in the United States.
Student will know all vocabulary, all important people and events, and the differences between the colonies.
Student will be able to build a model of the Colonial era and Colonial life in particular.
Maine Learning Results Alignment
Maine Learning Results: Social Studies
E. History
E1 Historical knowledge, concepts, themes, and patterns
Grade 9-Diploma "Colonial Era 1500-1754" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the world and the implications for the present and the future. Rationale: I met these standards because I talk about Colonial life which is important to know when talking about the Colonial era. The students are able to relate their lives to the people of the Colonial era. I demonstrate how the lives of the Colonial people formed what life is like today. They have similarities and differences.
Assessment
Formative (Assessment for Learning)
Students will do a Students Survey which is the same in every lesson. This will help students know how far they have some in their learning. Students will also need to do a quiz in this lesson which will be five points over basic concepts that were discussed in the unit.
Summative (Assessment of Learning)
*Students will be asked to write a blog which will be graded using a checklist. This blog is about one aspect of Colonial life and everything they know about it.
Integration
Type 2 Technology- Students will write a blog about Colonial life and the teacher will post a comment on that blog.
English- Students will write a reaction in their blogs.
Groupings
Students will count off by 5. They will need groups with five people to do the jigsaw.
Differentiated Instruction
Strategies Intrapersonal- Students will do the tic-tac-toe by themselves. Interpersonal- Students will work with each other to do the jigsaw. Musical- Music will be playing for the hook Kinesthetic- Students will move around when doing the jigsaw. Verbal- Students will write a blog about Colonial living. Visual- The teacher will act as a Colonial woman going about her day.
Modifications/Accommodations
*I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. I
Absent Students: If students are absent it is their job to check the wiki for the work that is due for the next class. They student should do as much work as they can for the assignment(s) that are do for the next class but will not be punished if not all of it is complete. If student is absent it is their job to e-mail the teacher (if possible) to tell her you will be missing class. All handouts that were given in class will be in the students folder in the back of the classroom. All returned work for the student will also be in that file. It is the students job to pick up that work and find the teacher before or after school to go over what was missed in class. If the situation is an emergency, a death in the family, or an extreme illness please inform the teacher when possible so they know the situation. In this case students can have an extended time to get their work done and the teacher will be available to help them get caught up. The teacher will decide if the situation is worthy of extra time. If being absent is going to be ongoing due to illness or family realted issues, please inform the teacher and they will make accomodations with you.
Extensions
*Type 2 Teachnology- Students will do a blog
Materials, Resources and Technology
-Tictacktoe organizer
-Laptops with internet
-Pencils/Pens
-Checklist
-Content Notes
-Student Survey
-Quiz
Source for Lesson Plan and Research
I designed this lesson myself. I got the graphic organizer from eduplace.com.
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: I do a variety of different activities to support many different learning styles. I make the classroom a place where students feel safe and free to express their opinions. I ask hard questions so that the students have to search for an answer. The students discuss and debate the topic, they do a graphic organizer, they do a jigsaw working in groups.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: Colonial life is very important to the Colonial era because it talks about how people lived, and the students are able to compare how they live to how people lived back then. I relate the subject to the students lives. I want the students to understand that the societal structure of the Colonial era can relate to the societal structure of today.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: I use six of the eight intlligences (verbal, musical, intrapersonal, interpersonal, visual, kinesthetic). Each of these intelligences allow students to learn in a way that is best for them. I use verbal when we have a class debate/ discussion, I use music in the hook when I have music playing in the background. I use interpersonal when the students do the jigsaw, I use intrapersonal when the students do their graphic organizers. I use visual when they do the graphic organizer, and I use kinesthetic when they movie during the jigsaw.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale:I use a student survey so I can see, as well as the students themselves, the progress the students are making throughout the lesson. I have a short quiz over basic concepts in the lesson. The students will write a blog about Colonial life. I will give the students a checklist to go by and I grade them using the same checklist.
Teaching and Learning Sequence:
Desks will be arranged in a semi circle. Teacher will be in the middle. Agenda:
-Hook
-Discuss different aspects of Colonial life
-Tic-Tac-Toe- Graphic organizer
-Jigsaw
-Quiz
-Student Survey
Students will understand the societal structure of the Colonial era can relate to the societal structure of today in the United States. This lesson relates to everyday life because by studying the past we can better understand the present and the future. Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Hook: Teacher will dress as a Colonial woman and go about her everyday life while having Colonial music playing in the background.(5 minutes)
The first thing I will do after the hook is to have volunteers come up to the board and make a list of important aspects of Colonial life. I will add some if they miss them. I will then ask them what they know about a few of the big aspects. I will then talk a little about a few of them only giving the students a breif outline of the different aspects of Colonial life and how things varied from region to region.(20 minutes) Equip, Taylor-Verbal, Musical
The next thing the students will do is to fill out a tictacktoe graphic organizer by themselves. Each section of the tictacktoe board will have one aspect of Colonial life that the students need to find out information on or use the information I just told them. They may need to research this a little. The students will hold on to this and keep it in their binder because they will need it for their performance task. The next thing they will do is a jigsaw. Students will break into groups in the way that is stated above. Each group will be assigned one important aspect of Colonial life. They will be responsible for discussing it and teaching it to others. Other students will take notes on either their tictacktoe board or a sheet of paper. Notes should stay in their binder.(50 minutes) Explore, Experience, Taylor-Visual, Intrapersonal, Interperonal, Kinesthetic
The students will take a five question quiz at the end of the lesson. They will then do their last student survey which will be the same as all of the others in the lesson. For homework the students will do a short blog on just one aspect of Colonial life. They will have a checklist to go by and will be graded on how well they effeciently follow the rubric. The rubric is due the next class. The teacher will post comments on the blog and the student wil l be able to redo the blog anytime or as many times as they wish before the end of the lesson. (5 minutes) Revise, Rethink, Refine, Evalate
UMF LESSON PLAN FORMAT
Teacher’s Name:Emily Farley Lesson # 6
Grade Level:10 Topic: Colonial life
Objectives:
Maine Learning Results Alignment
E. History
E1 Historical knowledge, concepts, themes, and patterns
Grade 9-Diploma "Colonial Era 1500-1754"
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the world and the implications for the present and the future.
Rationale: I met these standards because I talk about Colonial life which is important to know when talking about the Colonial era. The students are able to relate their lives to the people of the Colonial era. I demonstrate how the lives of the Colonial people formed what life is like today. They have similarities and differences.
Assessment
*Students will be asked to write a blog which will be graded using a checklist. This blog is about one aspect of Colonial life and everything they know about it.
Integration
English- Students will write a reaction in their blogs.
Groupings
Differentiated Instruction
Intrapersonal- Students will do the tic-tac-toe by themselves.
Interpersonal- Students will work with each other to do the jigsaw.
Musical- Music will be playing for the hook
Kinesthetic- Students will move around when doing the jigsaw.
Verbal- Students will write a blog about Colonial living.
Visual- The teacher will act as a Colonial woman going about her day.
*I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. I
Absent Students: If students are absent it is their job to check the wiki for the work that is due for the next class. They student should do as much work as they can for the assignment(s) that are do for the next class but will not be punished if not all of it is complete. If student is absent it is their job to e-mail the teacher (if possible) to tell her you will be missing class. All handouts that were given in class will be in the students folder in the back of the classroom. All returned work for the student will also be in that file. It is the students job to pick up that work and find the teacher before or after school to go over what was missed in class. If the situation is an emergency, a death in the family, or an extreme illness please inform the teacher when possible so they know the situation. In this case students can have an extended time to get their work done and the teacher will be available to help them get caught up. The teacher will decide if the situation is worthy of extra time. If being absent is going to be ongoing due to illness or family realted issues, please inform the teacher and they will make accomodations with you.
*Type 2 Teachnology- Students will do a blog
Materials, Resources and Technology
-Laptops with internet
-Pencils/Pens
-Checklist
-Content Notes
-Student Survey
-Quiz
Source for Lesson Plan and Research
Maine Standards for Initial Teacher Certification and Rationale
Rationale: I do a variety of different activities to support many different learning styles. I make the classroom a place where students feel safe and free to express their opinions. I ask hard questions so that the students have to search for an answer. The students discuss and debate the topic, they do a graphic organizer, they do a jigsaw working in groups.
Rationale: Colonial life is very important to the Colonial era because it talks about how people lived, and the students are able to compare how they live to how people lived back then. I relate the subject to the students lives. I want the students to understand that the societal structure of the Colonial era can relate to the societal structure of today.
Rationale: I use six of the eight intlligences (verbal, musical, intrapersonal, interpersonal, visual, kinesthetic). Each of these intelligences allow students to learn in a way that is best for them. I use verbal when we have a class debate/ discussion, I use music in the hook when I have music playing in the background. I use interpersonal when the students do the jigsaw, I use intrapersonal when the students do their graphic organizers. I use visual when they do the graphic organizer, and I use kinesthetic when they movie during the jigsaw.
Rationale:I use a student survey so I can see, as well as the students themselves, the progress the students are making throughout the lesson. I have a short quiz over basic concepts in the lesson. The students will write a blog about Colonial life. I will give the students a checklist to go by and I grade them using the same checklist.
Teaching and Learning Sequence:
Agenda:
-Hook
-Discuss different aspects of Colonial life
-Tic-Tac-Toe- Graphic organizer
-Jigsaw
-Quiz
-Student Survey
Students will understand the societal structure of the Colonial era can relate to the societal structure of today in the United States. This lesson relates to everyday life because by studying the past we can better understand the present and the future. Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Hook: Teacher will dress as a Colonial woman and go about her everyday life while having Colonial music playing in the background.(5 minutes)
Equip, Taylor-Verbal, Musical
Explore, Experience, Taylor-Visual, Intrapersonal, Interperonal, Kinesthetic
Revise, Rethink, Refine, Evalate